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Hamilton, Mary – Studies in the Education of Adults, 2018
This paper focuses on the rapidly expanding field of largescale international assessment surveys and their impact on the field of adult education and learning. I take the case of OECD's survey assessing adult skills (PIAAC) and situate it within the wider context of the datification of educational policy and practice. The claims made for the…
Descriptors: Achievement Tests, Lifelong Learning, Educational Policy, International Assessment
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Jackson, Nancy; Jordan, Steve – Studies in the Education of Adults, 2000
A literature review indicates that policymakers have forged an apparent consensus on skill training among business, labor and individuals, with the presumption of mutual benefit. However, reforms have shifted control over and benefits from training to private capital, lessening the value of skill development for individuals' bargaining power in…
Descriptors: Apprenticeships, Capitalism, Educational Benefits, Employment Potential
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Leach, Linda; Neutze, Guyon; Zepke, Nick – Studies in the Education of Adults, 2000
The philosophy underlying assessment in a New Zealand adult education program rests on four assumptions: (1) assessment is integral to life and learning; (2) assessment involves power relations; (3) adult learning culture involves self-direction, critical reflection, and transformation; and (4) assessment should be valid, fair, and appropriate.…
Descriptors: Adult Education, Adult Students, Educational Philosophy, Evaluation Criteria
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Cocklin, Barry – Studies in the Education of Adults, 1996
Interviews, questionnaires, and participant diaries of 36 adult students were used to investigate the process of becoming a student. The stages of qualitative research were examined: preconceived theory, emergent themes, refinements, secondary analysis, and establishment of grounded theory. (SK)
Descriptors: Adult Education, Adult Students, Educational Theories, Foreign Countries
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Cocklin, Barry – Studies in the Education of Adults, 1990
A sample of 36 adult students in New Zealand who returned to secondary school compiled diaries of their experiences. Little support was given to the notion of adult students as highly motivated. Major difficulties were financial dependency, part-time work, and external commitments. Adult students appeared highly individualistic on all…
Descriptors: Adult Students, Continuing Education, Foreign Countries, Reentry Students